Form: 1st grades Theme

Objective: to consolidate the new structure “s/he has got X”

Ask the pupils to return to the picture of Lesson 1, where the girl and the boy are drawn with animals. Offer the pupils to say what animals the girl has got. Here point out that every sentence should begin with “She’s got” and practise the phrase in chorus. Then ask the pupils what animal to begin with. Hang the pictures of the animals (sheep, cow, chick and rabbit) on the blackboard.

Practise the sentences in chorus and individually:

She’s got a rabbit.

She’s got a cow.

She’s got a sheep.

She’s got a chick.

Then, the boy’s picture. Ask the pupils who wants to say what animal he has got. Makes it clear that we should talk about the boy as “he”, not “she”. Hang the flashcards with the animals on the blackboard. Have the children practise the sentences.

He’s got a horse.

He’s got a goat.

He’s got a duck.

He’s got a rooster.

Optional Activity 5 Play “She’s Got a Rabbit”.

Objective: to consolidate the new structure “s/he has got X” and colours

Divide the class into two teams. Shuffle the flashcards with animals and put them on your table face down. Explain that one pupil from each team comes up to your table, opens the flashcards and says what animals the boy or the girl from Lesson 1 has got and its colour.

She’s got a rabbit. It’s brown.

She’s got a cow. It’s black and white.

She’s got a sheep. It’s black.

She’s got a chick. It’s yellow.
He’s got a horse. It’s brown.

He’s got a goat. It’s grey.

He’s got a duck. It’s blue.

He’s got a rooster. It’s blue, purple, orange, green and red.
 
Optional Activity 6 Look and do.

Objective: to do physical exercise and energise the pupils

If you have free time, you can do any energising activity you like.

IV. Consolidation. To ask questions, work in pairs, watch interesting cartoons.

V. Evaluation. To encourage the pupils with marks, to praise them.

VI. Homework. Explain to the pupils that at home they should complete drawing and colouring the pictures on the right hand page. Ask them to remember and say the sentences about what animals the boy and the girl have and their colours.

Date: English

Form: 1^st grades

Theme: Lesson 3 On the farm.

Objectives	Linguistic, pragmatic and communicative competences in English	Vocabulary and structure	Required equipment
Educational: - to learn how to say animals, their sounds and colours; - to learn how to say what one has got Developing: - to enable pupils to speak about colours and animals; - to enable pupils to say what one has got Socio-cultural: - to raise awareness of the domestic animals and the sounds they make; - raise awareness of the pronunciation of the sounds [] and [u].	By the end of the lesson, pupils will be able to: - speak about animals, their sounds and colours; - say what the third person singular has got; - raise awareness of the pronunciation of the sounds [] and []	tractor, cat, dog; Animal sounds: moo, quack, neigh, meow, woof, e-e-e, baa, cockle-dockle-doo	Textbook, the DVD of the book; flashcards describing sheep, cow, chick, duck, cat, dog, horse, goat rooster, tractor

Type of the lesson: Mixed
Method: to work in pairs, chain drill
Equipments: visual aids, Textbook, the DVD of the book, puppets

Technological map of the lesson:

Motivation 3 minutes

To revise the previous lesson 8 minutes

Presentation 14 minutes

Consolidation 10 minutes

Evaluation 2 minutes

Homework 3 minutes

Procedure of the lesson:

I Motivation: greeting, checking attendance, season, weather, checking the preparation for the lesson.

- Good morning, children! - Sit down!

• 
  Who is on duty? - I am.
  
• 
  Who is absent today? - All are present.
  

- What season is it now? - It is (winter, spring…)

- What is the weather like today? - It is (hot, cold, sunny…)

II. To revise the previous lesson.

To repeat the new words, exercises that have been done.

III. Presentation.
Activity 1 Look, listen and sing.

Objectives: to introduce the song about a farm;

to prepare for the next activity

Tell the pupils that they are going to listen to a song about a farm. Ask them to listen to it carefully and then play the song.

After listening to the song, ask the pupils what they understood. Then tell the pupils the meaning of the poem.

Fermadagi sigir kun bo‘yi mu-mu-mu deydi.

Fermadagi o‘rdak kun bo‘yi kvak-kvak-kvak deydi.

Fermadagi traktor esa kun bo‘yi trr-trr-trr deb tirillaydi.
Корова говорит му-му-му.

Утка говорит квак-квак-квак.

A трактор фырчит трр-трр-трр.

И весь этот шум на ферме целый день
Then you can play the song and sing it again at the request of the pupils. The pupils sing it wherever they can.

Tapescript:

(tune The wheels on the bus)

The cow on the farm says moo-moo-moo

Moo-moo-moo

Moo-moo-moo

The cow on the farm says moo-moo-moo

All day long.
The duck on the farm says quack-quack-quack

quack-quack-quack

quack-quack-quack

The duck on the farm says quack-quack-quack

All day long.
The tractor on the farm says trr-trr-trr

trr-trr-trr

trr-trr-trr

The tractor on the farm says trr-trr-trr

All day long.



Activity 2 Look, listen and repeat.

Objectives: to introduce the new vocabulary (cat, dog, tractor);

to introduce the sounds of the animals

to practise the pronunciation of the sounds [] and [u]

Say that now the children know how the cows and ducks talk, but we still have other animals. So offer the pupils to learn their language. Hang the pictures of animals on the blackboard including a tractor, a cat and a dog. Say that people use tractors in rural areas, and although it is not an animal, it also seems to “talk”. Cats and dogs are true human companions. Therefore, they need to learn them, too. Then you can have the pupils practise the words “dog” and “cat”.

This is a cat.

This is a dog.



After that, introduce the sounds of animals. Also have the pupils practise the words, especially the sounds [] in “quack” and [u] in “moo” in chorus and individually.

This is a cow. Moo-moo

This is a horse. Neigh-neigh

This is a goat. E-e-e

This is a sheep. Baa-baa

This is a rooster. Cockle-dockle-doo

This is a duck. Quack-quack

This is a cat. Meow-meow

This is a dog. Woof-woof
Then announce a competition for the best tractor driver. It is a fact that the tractor can speak differently. Trrr or frrr or prrr. If there are volunteers to imitate a working tractor, try to find out who among them is the best.

This is a tractor. trr-trr-trr.

Say that you have not included the chick in the list as it is very small. And there is no a rabbit as well, because rabbits do not make sounds.



Activity 3 Look and do.

Objective: to do physical exercise and energise the pupils

You can do any energising activity you like.

Activity 4 Play “Who Says Meow?”

Objective: to consolidate the sounds of the animals

Say that now the pupils will play a game. The first team will look at the picture and say the animal. The second team should not see the picture, but hear the name of the animal and say the right sound.

In order to make the game successful, show the flashcards with animals again and have the pupils repeat their names and sounds in chorus. Then divide the class into two teams. Say that the second team must turn while you are showing the first team the flashcard, for example, the cows. The first team must say “cow”. The second team turn around and say “Moo-moo”.

Then they change roles. The first team turn, and the second say an animal, etc. It is necessary for you to remember that you need to help the children constantly. It is better to whisper to prompt so as not to interfere with the game.



Activity 5 Play “He’s Got a Horse”.

Objectives: to recycle and consolidate the structure “S/he’s got X”

Say that there is a farm drawn on the right hand page of the textbook. There is a cow, a sheep and a horse. There is also a space where the pupils can draw an animal if they want. At home, they can draw their father or mother in the picture, but now they must think about who the owner of this farm is and speak about it. For example: This is my father. He’s got a cow. It’s black, etc. Or they can speak about their mother: This is my mother. She’s got a cow. It’s black, etc.

Optional Activity 6 Play “My Mother Has Got a Cow”

Objective: to consolidate the learn material

If time permits, the children paint their father or mother, as well as an animal they like.

IV. Consolidation. To ask questions, work in pairs, watch interesting cartoons.

V. Evaluation. To encourage the pupils with marks, to praise them.

VI. Homework.

Explain to the pupils that at home they should draw and colour any animal they like and their father or mother in the special place on the right hand page. Ask them to remember and say the sentences about the owner of the farm, animals and their colours. This is my father. He’s got a cow. It’s black.

Date: English

Form: 1^st grades

Theme: Lesson 4 Let’s play!

Objectives	Linguistic, pragmatic and communicative competences in English	Vocabulary and structure	Required equipment
Educational: - to learn how to say animals, their sounds and colours Developing: - to enable pupils to speak about animals, their colours and sounds; Socio-cultural: - to raise awareness of the domestic animals and the sounds they make.	By the end of the lesson, pupils will be able to: - speak about animals, their sounds and colours; - understand and say the vocabulary of the previous units.	Recycling the vocabulary of the previous lessons and units.	Textbook, the DVD of the book; flashcards describing the animals in Activity 2 and the things in Activity 4.

Type of the lesson: Mixed
Method: to work in pairs, chain drill
Equipments: visual aids, Textbook, the DVD of the book, puppets

Technological map of the lesson:

Motivation 3 minutes

To revise the previous lesson 8 minutes

Presentation 14 minutes

Consolidation 10 minutes

Evaluation 2 minutes

Homework 3 minutes

Procedure of the lesson:

I Motivation: greeting, checking attendance, season, weather, checking the preparation for the lesson.

- Good morning, children! - Sit down!

• 
  Who is on duty? - I am.
  
• 
  Who is absent today? - All are present.
  

- What season is it now? - It is (winter, spring…)

- What is the weather like today? - It is (hot, cold, sunny…)

II. To revise the previous lesson.

To repeat the new words, exercises that have been done.

III. Presentation.
Activity 1 Listen and repeat.

Objective: to warm up

Tell the pupils that they are going to listen to a song about a dog called Jack and then play the song. After listening to the song, ask the pupils what they understood. Then tell the pupils the meaning of the poem. Then you can sing the song together with your pupils.

Tapescript:

I am a dog

My name is Jack

My head is brown

My nose is black.



Activity 2 Play “On a Farm”.

Objectives: to recycle the animals and their sounds

First, repeat the names of the animals and their sounds. Then explain that they will play a game on the farm.

Divide the class into two teams. Explain that each team is on the farm. There are many animals on the farm and, therefore, it is very noisy. Each pupil from the first team gets a flashcard with an animal. They should not show them to the members of the second team. Before you start the game, check whether all the pupils remember their sounds. If not, whisper to prompt. Then you can start the game. Explain that all the “animals” on the farm will produce sounds at your signal. The task of the second team is to sort out this noise and find out which animals are on the farm.

Then the whole class check the answer.

The game is then repeated with another team.

1 team: a cow, a dog, a sheep, a duck

2 team: a horse, a cat, a goat, a rooster



Activity 3 Look and do.

Objective: to do physical exercise and energise the pupils

You can do any energising activity you like.



Activity 4 Play “Listen and Raise Hands”.

Objective: to recycle the topics of toys, Checked by : _________________ The Head of TP D Director. things, weather and family

Divide the class into four teams according to the number of topics. Show and repeat all the topics with the help of 5 flashcards:

1 car, Teddy bear, plane, train, ball.

2 sunny, cloudy, rainy, windy, snowy.

3 father, mother, sister, brother, baby.

4 pen, pencil, crayon, bag, ruler.
Then hang one flashcard for each team on the board and write the number of the team under each flashcard. Check whether all the teams know their topic.

Then explain the rules of the game. Shuffle all the flashcards. Then take the flashcards one by one and name it. If the right team raised their hands, they get 2 points. You will write their scores on the board. If the wrong team raised their hands, then you will take away 1 point from them. So, the game is very hazardous, therefore, you need to ask once more whether everything is clear. Then you can start the game.

The team with the most points will be the winner.

Optional Activity 5 Look and say.

Objective: to recycle the themes of toys, Checked by : _________________ The Head of TP D Director. things, weather and family

If you have time, you can give an additional task for the teams. Once they have collected all the five flashcards on the topic, they must say any sentences with them.

IV. Consolidation. To ask questions, work in pairs, watch interesting cartoons.

V. Evaluation. To encourage the pupils with marks, to praise them.

VI. Homework. Explain to the pupils that at home they should revise all the previous lessons and units to get prepared to the revision lesson.

English Date: Form: 1^st grades

Theme: Revision

Objectives	Linguistic, pragmatic and communicative competences in English	Vocabulary and structure	Required equipment
Educational: - to learn how to talk about toys, domestic animals and Checked by : _________________ The Head of TP D Director. things; - to learn how to differentiate seasons through listening; Developing: - to enable pupils to differentiate seasons according to the topics - to enable pupils to speak about toys, domestic animals and Checked by : _________________ The Head of TP D Director. things Socio-cultural: - to raise awareness of the difference of seasons and weather.	By the end of the lesson, pupils will be able to: - listen and differentiate seasons and weather; - talk about toys, domestic animals and Checked by : _________________ The Head of TP D Director. things.	Recycling the vocabulary learnt in previous units.	Textbook, the DVD of the book, flashcards describing seasons, weather and colours. toys, domestic animals, Checked by : _________________ The Head of TP D Director. things

Type of the lesson: Mixed
Method: to work in pairs, chain drill
Equipments: visual aids, Textbook, the DVD of the book, puppets

Technological map of the lesson:

Motivation 3 minutes

To revise the previous lesson 8 minutes

Presentation 14 minutes

Consolidation 10 minutes

Evaluation 2 minutes

Homework 3 minutes

Procedure of the lesson:

I Motivation: greeting, checking attendance, season, weather, checking the preparation for the lesson.

- Good morning, children! - Sit down!

• 
  Who is on duty? - I am.
  
• 
  Who is absent today? - All are present.
  

- What season is it now? - It is (winter, spring…)

- What is the weather like today? - It is (hot, cold, sunny…)

II. To revise the previous lesson.

To repeat the new words, exercises that have been done.

III. Presentation.
Activity 1 Sing a song.

Objectives: to warm up

You can repeat any warm up song you want.
Activity 2 Look, listen and number.

Objectives: to recycle the learnt vocabulary

to develop the pupils’ listening skills

The pupils should listen to small statements and choose a season.

Explain the task. Ask the pupils to look at the pictures and say the things they can see in them. Correct! Seasons. In what order are they located? In the logical order. After spring is summer, after summer is autumn and then winter.

At the bottom corner of each picture there is a small empty square. What for is it necessary? Of course, for writing the numbers there. Then say that you will read a text about any season but you will not name it. The pupils must listen attentively, guess what season you are talking about and write the number of the text in a small square at the bottom of a picture. Warn the pupils that you may start to speak from any drawing.

Ask the pupils what they should know to perform the given task and offer to recollect the necessary things.

1 What words do we use for describing the weather?

Cold, hot, warm, cool, sunny, cloudy, rainy, windy, snowy.
2 What can we do in various seasons?

Ski, skate, play hockey, play snowballs, go, jump, run, swim, sleep, climb, fly, dance, fly a kite, play football, jump a rope.
Say that after repeating all the words, the pupils should cope with the task successfully. Then ask the pupils to listen attentively.

Text 1. (Winter)

It’s cold. It’s snowy. I can play snowballs. (Read 3 times)
After that, ask the pupils what season you have just spoken about. The pupils answer “About winter”. But how did they guess? The pupils explain. Sum up that the words “cold”, “snowy” and “play snowballs” say that it is winter. Then ask all the pupils to take pencils and write number 1 in a small square under the picture of winter.

Further, remind the pupils that they should listen attentively.

Text 2. (Summer)

It’s hot. It’s sunny. I can swim. (Read 3 times)
Explain to the pupils that now they should find out independently what season is spoken about in the text. Ask those pupils who have difficulty finding the answer to raise their hands. If 1-2 pupils raise hands, you should approach to them and help individually. Further, ask the pupils to put number 2 in a small square under the necessary season.
Then ask the pupils to be ready to listen to the text 3.

Text 3. (Spring)

It’s warm. It’s windy. I can fly a kite. (Read 3 times)
Text 4. (Autumn) (Read 3 times)

It’s cool. I can play football. I can jump a rope.
Watch the pupils closely. If you see that it is difficult for the pupils, you must help them. Remind them necessary words, etc.
Activity 3 Look and do.

Objective: to do physical exercise and energise the pupils

You can repeat any energising activity here you want.